Nyu Steinhardt Goal Chart printable pdf download

DEP AR TM ENT OF TE AC HIN G AN D LE AR NING

OFFICE OF CLINIC AL STU DIES

The attached goals chart is currently being used to help student teachers collect

data related to their work in the field. They should be distributed early in the

semester so that students may be asked to determine their goals as early as is

feasible. Of course, they will need to spend time in the classroom before making

these decisions, especially if they are just beginning their student teaching. The

following are our recommendations for how these charts should be used:

1. In the box at the top of the chart, students are asked to define their goals in

their own words. What do they really want to work on? What have they

determined is an area of interest, or an area in which they need support? They

are then asked to study the INTASC standards, and determine which of these are

addressed by the goal they have chosen.

Some of the goals students have defined have included:

•

to work with a group of students on remediation of reading and writing

skills

•

To help children improve and enjoy writing

•

To help David and Andrew learn more letters/sounds

•

To increase student participation in discussions

•

To learn about setting rules, boundaries and expectations

•

To establish trust and gain respect from my students

•

To learn concrete strategies that refocus, challenge and excite the

students about learning

•

To learn how to run a book club

•

To learn about 4

grade TERC math

As you can see, these all correspond to at least one of the INTASC goals.

2. In the first column, students are asked to keep track of the work they do over

the course or the semester toward meeting their goals. The charts are best

kept by writing for a few minutes each day. The notes should be specific, but

they may be brief. They are to serve as a record of their progress and efforts,

providing anecdotal evidence for their end of term self-assessment.

Students should make note of any documentation they have, such as lesson

plans, journals or student work samples, that may illustrated the anecdote

they have noted.

3. The second column is for the recording of the evidence students see that their

efforts are paying off. There will not necessarily be one-to-one

correspondence between their work and their evidence. For example, they

might notice after several weeks of working with a math group, that children

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Nyu Steinhardt Goal Chart

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